252 - Steppingstones: Helping Early Career Pediatric Hospitalists Find Their Footing

Poster Number: 252
Publication Number: 252.418

Lauren R. Anderson, University of Colorado, Aurora, CO, United States; Sonja I. Ziniel, University of Colorado School of Medicine, Aurora, CO, United States; Jennifer Reese, University of Colorado School of Medicine, Aurora, CO, United States

Background: The American Academy of Pediatrics emphasizes engaging and connecting early career (EC) faculty to optimize their professional fulfillment. At the University of Colorado, Pediatric Hospital Medicine (PHM) has grown 145% in 6 years with 68% of the Denver physicians being instructors or assistant professors in the first decade of practice. As the PHM workforce and clinical demands grow, adequate EC support is missing. The impact of a career development (CD) curriculum on EC pediatric hospitalists’ self-efficacy, professional fulfillment, and connectivity is unknown.

Objective: To assess interest in CD programming; to develop, implement, and assess the effect of a CD curriculum for EC pediatric hospitalists.

Design/Methods: We surveyed EC pediatric hospitalists in Denver regarding faculty development needs. Based on the results, we developed Steppingstones, a yearlong program consisting of 6 seminars and professional portfolio development. Sessions were designed to be interactive, emphasizing self-reflection and small group discussions. Validated indices measuring fulfillment, autonomy, and connectivity were administered prior to participation, with a plan to reassess at program completion.

Results: Our survey was sent to 24 EC faculty, with a 75% response rate. Responses showed that while most felt empowered to follow career passions, 24% were unsure about pursuing academic promotions. Of those seeking promotion, 46% were unsure of their end goal. CD was rated as a top need within faculty development (61%); however, only 16% felt current offerings were very good or excellent. The most needed CD topics were identified as those rated most valuable or with low current competency (Figure 1). Most (94%) reported interest in a CD program, citing an up-to-date professional portfolio and clearer vision of their career as top motivators to join.

Steppingstones was implemented in Fall 2021 with 9 EC hospitalists in the first cohort. Eight were within their first 3 years as faculty. To date, the cohort has attended 3 sessions and submitted components of their portfolios. Sessions are highly rated. Reflective practice and conversation with colleagues are identified strengths of the curriculum (Figure 2).Conclusion(s): Steppingstones is a promising means to promote CD among EC pediatric hospitalists. We will build on our early success as we deliver the remainder of the curriculum and recruit our next cohort. We ultimately hope Steppingstones provides an effective framework for improving self-efficacy, fulfillment, and connectivity for EC faculty across specialties and institutions.
Figure 1Participants were asked to rate both their current competencies (blue graph on left) and the three topics they felt would be most valuable to include in a CD curriculum (green graph on right). Results informed content of the six sessions.
Figure 2Following each session, participants completed a survey asking for feedback on the overall session and its components. The following two questions were asked after every session: “please rate the overall quality of the session,” and “what was the most helpful aspect of this session?”